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This chapter examines Nigeria’s relationship with her immediate neighboring countries in the fight against terrorism. It probed the challenges of national security following the internationalization of Boko Haram terrorist threats, particularly around the Lake Chad basin, and the responses of countries such as Cameroon, Chad, and Niger. These countries, like Nigeria, share borders around the Lake Chad and are the core contributors to the Multinational Joint Task Force (MNJTF). Nigeria is an English-speaking country (former British colony), while these other neighbors are historically French colonial territories. Hence, their political, cultural, military, and economic affinities are with France. The varying backgrounds have accounted for the challenges in the subregion including the Boko Haram insurgency and the efforts at military cooperation in tackling it. Consequently, these questions are examined: what factors led to the formation of MNJTF and what role has it played in the counterterrorism strategies of the country? In what ways has the nature of Nigeria’s relations with these countries impacted on the operation of the body? What are the roles of external powers such as France with her domineering influence on these countries in the war against terrorism and how has it promoted Nigeria’s national security interest? The chapter relies on documented materials to interrogate the questions and proffer necessary policy recommendations premised on the findings.

The focus of this chapter is to analyze the impacts of the Boko Haram insurgency on education in the northeast of Nigeria. It also aims to examine the effectiveness of the educational interventions in the devastated communities in the northeastern states of Borno, Yobe, Adamawa, and Gombe. It begins with an introduction, in which the origin of the conflict is traced and linked to the group’s campaign of violence that targets schools, teachers, education workers, and students. The chapter discusses and chronologically lists out specific attacks on education and how the attacks have significantly affected access to education and increased the number of out-of-school children. It concludes by looking at the education emergencies that have arisen in the region, how the interventions have tried to address them, and the outcomes of the interventions.

Nigeria has been ravaged by terrorist activities which has made the country unsafe for Nigerians and foreign investors. The motivation of this study arises from the dearth of research applying quantitative empirics to the determinants of terrorism in a specific country. To achieve this goal, vector autoregressive (VAR) model was applied using data from Global Terrorism Database (GTD), International Country Risk Guide (ICRG) data, Stockholm International Peace Research Institute (SIPRI) data, and Transparency International. Stata 13 software was used for estimation. The results show that ethnic violence, absence of good governance, presence of corruption, and rises in military expenditure are part of the causes of terrorism in Nigeria. It is, therefore, recommended that internal security should be maintained to minimize the occurrence of ethnic violence and ethnoreligious biases (sentiments) in the discussion of issues concerning Nigeria. Also, politicians should stop the proliferation of arms, as this will cease the violent reactions before and after elections. Finding lasting solutions to corruption using constitutional means will improve the quality of governance, which will improve the welfare state of the people and reduce restiveness.

This chapter highlights the plight of refugees and the strategies and policies crafted by international agencies and non-governmental institutions in providing better access to education especially for refugee children. The chapter explores some of the key terminologies that distinguish refugees from asylum seekers and internally displaced person. The terminologies are significant as the opportunities and facilities handed out differ significantly depending on their status. The chapter then talks about some of the policies toward imparting education and the school- and system-level factors responsible for accessing education. The last section of the chapter summarizes the overview of various chapters that will feature in this volume, talking about cases and interventions from Malawi to Australia.

This chapter examines the dynamics of the Boko Haram insurgency in northeastern Nigeria and its effects on higher education in Nigeria. Insurgency has affected all the nook and crannies of northern Nigeria and has gone unabated, owing particularly to the institutional framework adopted to manage peace and resolve the conflict with severe implication on higher education in the region. Insurgency has caused catastrophic humanitarian crises through widespread infrastructural devastation, and massive dislocations and losses of human life. The incidence of insurrections, insurgencies, and counter insurgency activities in each of the conflict clusters in the northeast geo-political zone of Nigeria has been associated with widespread human insecurity and displacement of populations. Using both primary and secondary methods of data collection, the chapter examines how the role of government and policies has become central to educational development in the country. It also shows the extent to which the activities of the Boko Haram insurgency have affected students’ school enrolment and performance in northeastern Nigeria. The chapter further examines internally displaced persons (IDPs) and access to education in northeastern Nigeria and interrogates the role of the Nigerian state and agencies responsible for the management of IDPs in meeting their education needs in camps. It also examines the extent to which stakeholders in the management of IDPs have gone in initiating policies and programs that promotes access to education in IDP camps in northeast Nigeria. It concludes that the number of schools available in the conflict spots has reportedly been reduced because of the fact they are now occupied by IDPs. Most of the students in high school as well as universities in Adamawa, Borno, and Yobe states have had their opportunities for higher education severely constrained. The chapter recommends among others that protection of staff, students, and education workers working in the northeast region is imperative. In order to do so successfully, changes must be effected in the provisions contained in the 1999 constitution of the Federal Republic of Nigeria that relate to the management of IDPs.

The phenomenon of “women in combat” is not such a novel one; it however has shattered the dominant perception of women as peaceful and nonviolent people. Indeed, it resulted in critical questions being raised as to why women are involved in patterns of extreme violent behavior, such as suicide bombers. In the wake of insurgent activities by an Islamist group in Nigeria (Boko Haram (BH)) in recent times, the feminization of terror that has come to characterise the activities of this group has generated much concern. Although there may not be easy answers as to why women are involved in terrorism in Nigeria, the threat that such a scenario poses to security is real, deserving a credible and scientific explanation. To investigate this phenomenon, data was gathered by the survey method, which conforms more to a qualitative research design. The data sources were determined through purposeful sampling technique and instruments such as interviews, focused group discussions (FGDs), and non-participant personal observation. Applying the feminist theory of international relations (IR) as the tool for analysis, the author seeks to unravel the hidden propositions about gender. Among the findings was evidence that the shift by BH to include women in its operations was in response to increased pressure on its male operatives. Since deception is key to the tactics employed by BH, the eradication of terror in Nigeria could be brought about by the identification and prevention of possible deceptive moves by the insurgents.